Board of Education Meeting 7-8-25

001I don't I don't I don't I show up and I'd like to call this 14 to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for Thank you for joining us today and alarm at the time request. Thank you for your cooperation and I will start this evening board member. Please stand. Imly swear that I will support the Constitution of the United States of America. and other state of New York and I faithfully discharge duty from the office of court member according to the best day for election on this nominations for President, do I have a nomination for president? Nominate Elizabeth D. Do I have any other nomination? If there are no other nominations, all in favor of Elizabeth as

002president, say I. Any oppose? And the vote is 5. the motion to reelect El Elizabeth will hear and we will now proceed. Um, please stand for the oval office. Raise your right hand to me. I do solemnly swear that I support the Constitution of the United States of America. I do solemnly swear that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York. And I will faithfully discharge the duties of office. And I will faithfully discharge the duties of the office. President according to the best of my ability. President. Thank you. Thank you everyone. Uh next we are going to move on to elect our vice president. May I have nominations for vice president please? Would

003like to nominate John. Any other nominations? All in favor for John Redford, vice president, say I. I. Any opposed? John, you are vice president. Congratulations. Thank you. Please stand. Please raise your right hand. Thank you. Please repeat after me. I do solemnly swear that I support the Constitution of the United States of America. I do solemnly swear that I support Constitution of the United States of America in the Constitution of the State of New York. and Constitution of the State of New York. And I will faithfully discharge the duties of the office of vice president according to the best of my ability. I will faithfully discharge the duties of the office of vice president to the best of my ability. Thank you. Next, as a matter of business, we are going to do the administration

004of oath for the superintendent of schools. Then we will do district report starting with Dr. Chanel. Dr. Please stand. Raise your right hand. I do solemnly swear swear I will support the Constitution of the United States of America. I do solemnly swear that I will support the constitution of the United States of America and the constitution of the state of New York and the constitution of the state of New York and I will faithfully discharge the duties of the office of superintendent school and I will faithfully discharge the duties of office to superintendent schools according to the best according to the best. Thank you. Thank you. Next we will do district tour. Miss please stand, raise your right hand and repeat after me. I do solemnly swear that I will support the Constitution of the

005United States of America. I do so I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York. And I will peacefully discharge the duties of the Office of District Clerk according to the liability and I will discharge the duties of my Thank you very much. treasurer will be um given the oath of office tomorrow in district office by Miss Goo. We are going to move on to additions and changes to the agenda. There are no additions or deletions tonight. So we are going to move on to consent agenda 1 and two minutes of June 10th 2025 and the CF recommendations. May I have a motion please? So move. A second. Any discussion? All in favor say I.

006I. Any opposed? That motion is carried. We are going to move on to communications and points of pride. I believe Miss Dietrich, you are going to start us off. Thank you. Um, Jennese Valley hosted it annual season recognition awards ceremony. Three Raiders received special awards. several degrees awards got the behavior of citizenship uh the highest GPA and Emily River award the most hours. Our annual retirement celebration was held at the village in. Over 100 facts, staff, retirees, and family members attended the gathering, and it was a lovely occasion. Four students have completed their project lead the way capstone course, the culmination of their PLTW pathway, which includes introduction to engineering design, principles of engineering, and digital electronics. For this experience, Raiders had to rely on skills from each course and a passion for problem solving

007to engage in an open-ended research experience. Working in teams to design and develop original solutions to real world problems. Congratulations to Austin Chanel, Carter Howlet, Grayson Funk, and Jackson Funk. We sent junior Emma Broen off to New York State Track and Field Championships in style with a schoolwide parade. Congratulations to Emma on an exceptional season. On June 26th, we hosted a professional development session on the science of reading for educators who teach preK through 9th grade reading and ELA. Our newest hires were invited to attend and many were able to participate. The workshop was inspiring and teachers left feeling energized and impassioned. Our mission, every raider is a reader. It's very catchy. Uh, moving on to board committee reports. Has any of our board members done board committees? Anything to report off on? All right.

008Can you think of anything, Dr. Schnel? No. I feel like we tied up our committees before the last meeting. Yeah, I I agree. Okay, perfect. Uh, guests of the board. Miss Boo, is there anybody signed up for a public forum? And there's no guests of the board. No. So, we're going to move on to superintendent report. Dr. Chanel. All right. So, the first thing that you're going to see there are the honoral reports uh that you've grown accustomed to seeing across the middle and high school. Uh as we talked the last time, we did sort of see that uptick come back in that last marking period encouraging kids to finish strong. Uh this evening, as part of my report, you are going to have presentations of both the elementary school and uh the middle high

009school. We're going to start with a presentation around. And Mrs. Pete is going to get us started. She'll do the first couple of slides, but then you're going to hear from probably both building principles. If not, Mrs. Pete might carry the middle high school just for a minute. Welcome Morgan to her first official official board meeting. She'll be presenting data that she has been studying for the last couple of days, her first days here. Mrs. Hi everyone. Do you want us using this or um I think it says we're fine without [Music] Did anyone use this? No. So this is year one of our implementation of ISL. Um actually the middle school high school principal was Dr. Chanel previously and um Miss Meyer started the onboarding of this in uh fall. It might have been

010August of 2024 and this would have been our first full year implementation. So what is an adaptive learning platform for education? So basically students um utilize their Chromebooks, their device, they um take assessments periodically to find their good fit and then instruction actually is adaptive and personalized to that student's needs. Um you can utilize it for English, science, social studies, and math. Currently at KOM, we're really focusing on ELA and math. Um and teachers are able to see real-time analytics and then also get so many reports. We're still learning about all of the reports because it's just so robust. um and they continue to kind of change and advance the program um throughout the year. So, so at Cal Mom, how do we use? Uh we use it for the diagnostic assessment and so Michelle

011will talk a little bit about that, but we also use it for instruction. Um so weekly there is a target um and every day of the week there's a little bit of a different goal specifically for math and ELA. It monitors student growth real time. So the levels that you see today might change actually tomorrow based on the feedback from the program. So it does offer individualized practice, personalized practice for students and it does give feedback and support along the way. Students can actually track their progress, see how they're doing when they step into the arena. Um I love that she said practice because that's really what this is meant for. It's not meant for first first instruction. Um, but this is sample of what a weekly plan they recommend. And many of our teachers

012are doing it this way. Some have flip-flopped. I'll tell you in a moment. But, um, they'll say on Monday, they want the students to go into what we call our assessment arena, and the kids know it as the arena. It's an ongoing test. So, think about this little uh portal that they go into, they click the button, and they're basically taking an assessment ongoing. But, they don't want you to spend a lot of time on it. just some touch points, okay? Like a little temperature test. Then maybe on Tuesday, the teacher will assign a skill to the students, maybe the whole class on the standard that they are working on in ELA or math. Um, or the teacher maybe is assigning in small group, a a standard that they want the kiddos to practice that

013are in small group for any reason. It's really skill-based and skill driven. Um, and then on Wednesday, because the students are in this ongoing assessment arena, it also creates a plan that's adaptable just for the student. The teacher doesn't do anything with that. This is based on the questions that they answer get correct and incorrect. Um, the level of difficulty changes and the kids get their own action plan that they can work through. Then on Thursday they might do another teacher assign assignment or work on some of the skills and then they might work on their practice skill. Some of our teachers have reported they actually like the students to go into the arena towards the end of the week because then they can start planning for the following week as opposed to starting on

014Monday. Um they feel like they have more time to look at the data and really think about what they want to assign their kids for the following week. Um, what I love too about is that they're they're not telling us to be a lot of programs will say you need to spend 90 minutes, 120 minutes to make this, you know, effective. Um, but here they're just asking for students to go on for 30 minutes. And that's 30 minutes of everything. So engage in that for 30 minutes in the week. 15 in math, 15 in ELA. Middle school, high school uses home base. And so every every home base they spend a little bit of time and they have a different task over math and ELA spread out throughout the week. Teachers also have explored and

015set up some other um learning plans and common assessments um as we learn a little bit more throughout the year. Okay. So that assessment arena I was just talking about also has um what I call a grown-up name is a flex diagnostic. So when we're looking at reports, we're looking at that assessment arena as the flex diagnostic. That's what it's called. And in there is again it's adaptable for the child. So the student is going in and they're getting a series of questions around that standard and whether they get it right. They judge the speed, how many have they gotten right, and then we'll start creating their own set of questions to help them progress. And it is according to the grade level that the student should be at um or the student what they're

016working on, right? So where it meets the student where they're at. It's very personalized and it does adapt. So having the students in this arena 10 minutes every single week makes it so that they're not sitting for an assessment every single week for 30 minutes. It's a few seconds um of their time. So they go on and then what we do to report for ourselves and to to gauge where the kids are at. Um in the next slide we have what we do three times a year is we take a picture a snapshot of that diagnostic. So we freeze the time three times a year. Um if we and this is something that we're getting used to, right? So we'll freeze the time in January and we'll by the time we all sit together and

017look at the data, guess what? It's different because the kids are in that assessment arena in that flex diagnostic all the time, but it does help us get a big um umbrella view of how our kids are doing. So again, the snapshot is three times a year, and you'll see some of that uh data pull out for us in the next slide. One of the things I like to say is think of the snapshot like when you go to the doctor and they take your blood pressure, right? It could fluctuate, but at that moment in time at the doctor is what gets recorded. The snapshot really is kind of what we see and what we look at and compare beginning, middle, and end of the year. Um, so you have this information. It is overwhelming.

018Like I said, there's a ton of different reports. You're going to see the first slide is elementary math. So, um, you will see beginning of the year, midyear, and then end of year. And we've summarized that in another slide. The next slide actually, um, is middle school math. So, same thing. beginning of the year, mid year, and then end of the year. Um green in that pie pie chart is um on grade level. And so you'll see this is a map end of year snapshot. So we took the end of the year, how many of our kindergarters through eighth graders by grade level were on grade level and how many were below. If you notice that it doesn't add up to 100, there are some kids that weren't pinpointed, meaning we didn't get a final

019score for them. So know that we're aware of that. Looked at the kids. Some of it was they weren't here on that that window. Some of them moved. So there's lots of reasons. Some of them also if they're not in the arena for a period of time, it takes them much longer. So where we're taking a snapshot that picture, they may not have been they might have been absent. They may not they may not have engaged in the program enough to be pinpointed. They have um what they call a range score. So they'll always have something, but it's not that exact, you know, formula that was that was derived at them. So you can see again K8 on grade level, end of the year for math and then below grade level. I think this is

020the other column I really wanted to have you kind of pay attention to and highlight the remember if you think back to the first slide this is about individual student growth and personalized learning and so every student kind of grows at their own pace and so um 100 points or 100 you know 100 points a year it would be considered on grade level or one year's growth and so we had students some students grew three three and a half years so 350 kind of points of growth in one school year This column will show you what percentage of our students grew one or more year in that grade level in that subject area. And then ELA, same kind of data, right? So this is elementary ELA beginning, mid, end. Teachers did look at this obviously

021throughout. Administration looked at this for a while. Middle school beginning, middle, and end of the year. And then you can see the ELA end of year snapshot. again same same information with on grade level and then individual students. So with that information and with the idea that I excel is still new to us. Year two we're looking to learn from our teachers some more because they're the ones they're like the boots on the ground. They actually are telling us how they're using it and which ways they're finding um success with the program. So we want to offer them a 2.0 0 training, something a little bit more advanced than the the basic um student goal setting. So, I wanted to share this story. Uh towards the end of the school year, I went into a

022fourth grade classroom. They all had their Chromebooks out and uh two students ran up to me to show me their screens and they wanted to show me their graph. And they said, "Look at how much I growth I made." And that particular teacher put a lot of emphasis on the looking at the chart after they're done going in that arena. Where did you end up? How did you do? Um and we know that when students are goal setting that the buy in and the outcome is just skyrocket. So we want to encourage some more student goal setting. Um refine the snapshot review process. Like I said for us it's just a hard concept. It is for me. I'll speak for myself just to look at that one picture in time when every student has a

023story. So I think we're trying to learn what assessment can give us the best picture of. there are other options in ISL. So, is the flex diagnostic our favorite? Is it the best? Is there something that we can give at the start of the school year and at the end? So, there's a lot of options for us that, you know, we want to explore. Um, so that also leads into building common assessments. We can do that right in the program. What I love about ISL to our current programs that we currently have. So, it has all of our resources on there and then it comes up with questions for us to build an assessment based on the unit that we decide. And so, we are looking forward to working with grade level leaders and the

024teams to make some common assessments right in this uh platform. What else? Um the the use of a leaderboard. So, there's nothing wrong with some healthy competition. I think those especially here at Kel, we love some competition. So, there are some features where you can have competition. And then I think the last part is really we want to dig in and compare the ESL data with other data points that we have. For example, the state testing, some reading level data. And so we'll be able to triangulate that and kind of give a bigger picture, a whole picture of the child versus that one data point. No, that's a lot. I know. Um, I'll just my favorite part of the system to be honest is that when kids are in there working in the arena, there's

025a there's a place that's basically where the kids get stuck. I can't remember what the name of the report is, but the teacher can actually see that Johnny is working on this particular skill and he's gotten three or four questions wrong in a row. No matter the prompting of the system, he can't get it right. The teacher then knows he needs to be pulled. This needs to be rettaught. So, just part of our conversation around what does that academic intervention time look like? What does win time look like? What does home base look like? How do we help our teachers respond to real-time data? And I one of the things I would love to see maybe in August, even though maybe September we'll let Mrs. Hatch have the whole summer, but I would love for

026you guys to get a chance to hear from Mrs. Hatch, the system that she was able to build around and how quickly and how accelerated the literacy results became. So, we have found some real successes inside the system if we're using it really strategically. And our our next steps, as Michelle said, is going to be how do we take those successes that we had and start to normalize them across the way we deliver services and watch kids really move significantly. I think something that's not up there too is maybe even using that leaderboard to have student motivation. when we were using the other platform after almost a decade the kids were picked up again. We don't want them to have that feeling anytime soon with this program. So, how do I think a conversation that

027we're going to have is how do we keep our students motivated to to go into the program and be excited about it over and not overusing it. Well, that was I love that it's 15 going to say that's the biggest selling point of this. Nothing replaces the teacher in the classroom. So to have a tool that assists versus a tool that you'd have to give up your entire literacy block in order to get the time in, I just we can't buy into that. Teachers matter far too much to take their instructional time. Can you ask a quick question for us? When you show the at grade level and below grade level, those percentages seem to increase as students get older below grade level. How great question. H how can we get them from the 75%

028below grade level to 75% at or above? So I have a lot of questions in regards to that too like what is the benchmark and the norm and then how what what is causing the dip and can we look at that and intervene is it something in our curriculum that is a gap that we need to look at um so I think that we have to dig in more to that and that's our next step. Yeah it looks like at third grade after back in third grade the below grade level starts to increase. Yes, of course. I want the student goal setting because I think when they're aware of the impact that that program has for their learning that making that connection is going to be huge so easy for us to sit and click

029but they cognizant of your point as third and really and I wonder is there a skill right is there a skill in third grade is it comprehension that is way heavier is it vocabulary that's weigh heavier is there some skill in that kind of turning point that we need to look at and make sure that we're addressing when we get to our board workshop that we have scheduled in August. By the time we get to that point, my goal is to have the administrators having dug pretty deeply into some of this data set and actually charting the course to the future of like what will our goal be? What are we going to target? so that you guys get to see sort of the process we go through every year where we we're looking at

030assessment data, we're analyzing the data, we're building action plans, and we're implementing action plans. This my goal for you in August is to see what those action plans look like. And then over the course of the next school year to be able to come back periodically and say, how are we sort of doing assessment data wise and what are we shifting and moving in order to get our data to sort of move to your point, right? Is our inference accurate based on the data that's now coming? Right. What can I ask a question? Um, if you're finding that kids are accelerated, yeah. Um, I was really impressed with those middle schoolers that you took back to that presentation. So that group, that cohort of kids were definitely high flyers early on in their ISL data.

031So how do we enrich them? Because clearly they're well above grade level. So this was one of the data points that was used in in that process. So great connection. Yeah, cuz I thought and and even like what what about like like kids down lower in, you know, kindergarten or first grade or something, they're coming in reading already. What does a teacher then do with those kids or what does the program similar to what you would think for intervention of a student that's struggling? They do the same thing but intervention for a student that is excelling. So we would expect that they're pulling small group that they're meeting with the students. They're reading text at a higher reading level um and exposing them to different comprehension tasks. So for sure that small groupoup instruction is

032how our elementary teachers um set up their ELA block and math. Okay. So they are doing that. So and just on that same vein with this program, does it make it easier to make sure that those kids are still growing? Because if they're coming in above grade level, they're going to be above grade level at the end of the year. But are we able to easily track how they're growing to make sure they're keeping Y that we can every student actually it's pretty awesome every student there's a graph right for and it's a graph by skill in each strand right so ELA and math so you could get a report theoretically for your child and look at that report and kind of see their growth over time it's probably harder to stop the kids yes

033so as you kind of max out they give you more challenging questions so we have you know I can't remember off the top of my head but I know we fourth grader at an 800 like eighth grade level. So they're seeing in the arena, right? Eighth grade material constantly. Say a fourth grader ages out contentwise. What happens if they finished eighth grade stuff? So that's a great question. This program continues to push push push. So it can provide. Okay. And then we K K. Thank you. Other questions? Great. Thank you. All right. Next up, it's you. We will all support Mar. Welcome. Recap the year for us. Yeah. One week ago today was a holiday. So, we're good. Uh so um I've spent the last few days looking at a lot of reuse data. Um

034it's been really great to to jump on board and see how well our students perform. Um you know I think overall things are looking good. Uh we obviously we have some areas that we want to focus on, but um overall it's been really nice and refreshing to sit down and see the good things that our kids are doing. Um, so the data that you have in front of you, I I gave you a new packet because the initial data I gave you, um, I I had different data coming at me and I had to kind of work through what it meant and what was going on. So, there were some hiccups in the first data I sent to you that have that they've been fixed now. So, this is the most accurate that you're going

035to get. Um, so the the categories that you're looking at, you'll see the exam name, the number of students who took it, who passed it, who failed it, the passing rate percentage. So this includes 65% or higher or 55% or higher for students with disabilities who qualified for the low pass option. Um, and then the mastery pass uh percentage pass rating as well. Um, and just kind of a an explanation I guess of kind of why the the data got tricky for me. Um the June and the January include initially included every student that took the exam and then overall for the year it eliminates if they took both exams and it just takes one exam per student. So whatever they scored the highest on. So the numbers are a little bit different between the

036individual months and then the overall damage. So that was kind of the what I learned was the reason for my discretion. Um so it's there and it's in front of you. Obviously I don't need to go through everything. I've kind of highlighted in green the areas that are like big celebrations. We want to we want to continue on that trend. So obviously looking at passing rates that are in the 90% that's that's just awesome. Um you know anything over 85. Um and then looking at mastery rates too. Um not so much in this particular step but when we get into June and even into the overall we're in the 40s and the mastery rate in some tests which is again another another reason to celebrate. Um, so there's January, June. Same idea. The algebra 1

037was the one that that got me in the initial data that I sent out because in the data I was reading, it was labeled algebra 1 and then it was labeled the eighth graders or the algebra 1 advanced students and I didn't take both of those into account. So that's why I got a little a little messy. But um we did have three students that did achieve mastery on the algebra 1 exam and all of those are our eighth grade advanced students. So that you know that speaks to how well our eighth graders are performing in that advanced in that advanced level. Yes, we have area for growth there. But it was nice to see that. Um so again there's June and then when you get into the overall again there we are seeing solid

038numbers of passing rate over that 85 mark and many in the 40s and mastery rate. So those are all the things that we want to they're working and we want to continue you know heading that direction. So just a quick again this has been a very quick look for me obviously as Dr. Chanel said, "We're going to look more in depth and and come up with a new plan." Um, highlights as mentioned, all those exams fall within that passing percentage above 85, which is great. And these exams get into the 40. And then areas that we want to focus on as we move forward. Um, we do look at what we call the graduation exams kind of above others because those are typically the ones that students need to pass in order to uh get

039graduation credit. So there are some failures there that we've already started. Miss Pete and I and Dr. Chanel have already started the conversation about those particular students and kind of what our plan is for them. Um some of them did that in those numbers did receive the low pass. So they are safe but they do come up as still having not passed the exam even though they have a graduation credit. So that's good. Um so we already kind of have a plan in place for those students. We want to look at those scores that are under that 85% pass rate and get those up. um and then look at improving those mastery rates as well because we want students to achieve the highest scores. So that's kind of where we're at at the very start

040of the gate and we're gonna we're going to keep moving forward. So any questions for me? Anything I can clarify to the best of my ability right now? Responded. Thank you. I appreciate that. Good. Thank you. Um is discipline data for the high school next high school. you guys. Mr. Mardo is here tonight. He's gonna pray to be here. Um, so I shared uh with Morgan our our student management data. You have it uh in front of you. Um, you know, it's uh it's a black and white uh report um as far as things that are happening, you know, each month. Um, and I think you'll see, uh, if you look at it closely, you'll see some peaks and valleys of student performances throughout the year. Um, and some areas that, um, we're going to

041be looking at based on the, uh, on the data that came through this year, uh, to make some, you know, to make some focuses in next year. Um, you know, we really did a lot this year. Uh, kind of shifted and and um for a couple reasons with some of our um actions as far as we had a you know, we hit a 100 detentions this year, after school detentions um you know, for the whole school year. Um and and if you're if you're a follower of that number over the last few years, it's gone up for a couple reasons. We we moved away from our homebased detention uh time for a couple reasons. one, we don't have a lot of staffing. Uh staffing is really tough in that in that spot um with with

042our lack of subs. Um and we also felt that uh the after school time is obviously more inconvenience for students um and hits a little different and and the population of students that were in this a lot um it seemed to work. So we kind of shifted a little bit with that. So there's some reasons of why that number would have uh went up a little bit from previous years. Um the other thing I think is important to know that we'll be tracking you know in here next year will be a new category of of a cell phone um you know situation. So, you know, we're working, you know, through that and coming up with some proactive approaches on how we're going to, you know, handle that in in a way that is going to

043be positive but yet firm. Um, and follow the, you know, procedures that we're we're putting in place. Um, I think I'm really proud of our teachers. Um, this year had, you know, did an outstanding job in really teaming up um with our office. We had multiple principles throughout the year. Um, and I I think that, you know, we worked hard to, you know, maintain a great working relationship with these students that, you know, that really struggled. And I felt that the teachers um really did above and beyond um in coming up with, you know, different approaches to support students in need. and I I just want to give them a ton of credit um for the work that they've done and helping in the student management area as well being a good partner with myself

044and and with the principles that we had in place this year. Um you know at times it was not an easy situation and I felt that our staff did a really good job and want to commend them for their you know continued commitment you know to students that struggled. Any questions? I could have just sat down. It's good to be now. I'm here for you. Do you have um at the beginning of the school year, I just don't even remember you do things like this. Do you have like uh an assembly or something when you talk about the code of conduct and talk about how you don't do all these things that you know? Yes. Uh this year we kind of shifted a little bit in that area and we did a grade level assembly.

045So I led every every grade met with myself during our home base time and you know went through a lot of uh things that you know point of emphasis that we were looking at from the previous year. Some goal setting of what we wanted to see. You know everything from how you would leave your lunch table area to how we want students to to conduct themselves in the bathroom. um to all the little you know little things that that that that come across a daily life of a student and I felt that that you know those those seven meetings were very productive and I felt students you know really took on um you know a lot of information and I think that um it's something that we're definitely going to do again um and it's

046and it is playing offense you know but obviously as the year goes on things change different things happen but it's something that we're definitely going to continue okay because you look at the code of conduct and he's like, "Oh, this is a lot of words," you know, and I was just wondering if you know, you really Yeah. You know, you want to come out and say, "Behave yourself." Yeah. Well, the the PowerPoint that we used put together had, you know, images of like positive spaces, uh, you know, what when they look clean. I I showed one image of of our cafeteria worker, you know, cleaning the tables and showed them this is what it looks like when you're not there. um and the efforts that's happening to prepare this space as you come in. So,

047kind of taking that type of approach for them to really understand the behind the scenes of what's happening at the school to create a positive environment for themselves. Okay. Thank you. Thank you. Any other questions? Thank you. All right. Elementary school, you're up. Got both APs out here tonight. Autographs action. Uh, I'm Pete Green. I'm your health. Uh, just some things that I've been hearing in these past couple of presentations here that I want to um make sure come alive. It's it's I love what Dr. Chanel said there. How do we help students and teachers respond to the real-time data? I think that's really why we assess is to gain information and then look to see what the story behind the data tells. Right? Right. So that's the big piece is looking at the trends

048and things like that. So first and foremost before we present this data, when's the last time that behavior discipline data was ever presented in the elementary school? So this is this is going to be fairly new to us and and we we've we've kind of changed the way that we actually take in that data too. So we're learning on the fly as to what we want to make come alive and how we then make changes uh to you know instruction to interventions the same as academic and behavior. So um just want to make that come alive and I think you already have a copy of this and you saw our notes which is keep this slide positive and quick as a refresher for the board. So we're going to try to do that. Uh the

049Raider 5 was uh modeled after the high school's champions five and so we felt that there was a void and we needed some common language across our school and so um this is our response to a need for a positive behavior intervention system. Um this was began with you know some brainstorming sessions between ourselves and then we brought it to the teachers. They gave us some feedback. Um, and then all of the words, the compact committee, student council, um, they helped us come up with these five. Um, and and uh, we we have we celebrated those all year long. You might have noticed some of your children come home with these bracelets. Uh, you may have seen pictures, wonderful pictures that were um, at our celebration that we did two times this year. And so

050we really wanted to focus on the positive. Um, we also, your question, uh, Peg was, you know, how are we teaching these things? And that's exactly right. We're teaching them because kindergartens come into us not knowing how to behave in places where there's maybe a little less supervision. The cafeteria, the bus, the bathrooms, things like that. So, we're constantly teaching and reiterating from September until June what it is um that uh those students need intervention with. So what you'll see is um in the next slide we actually when when uh he came on board end of October of the pre our previous year we started to talk about like what was the data we wanted to collect. So we always have the behavior data. It's just never as maybe cut and dry as some of

051the middle high school data, right? Because we're doing a lot of this like this teaching of this is how we behave in school. And again, it may be a student's first experience of what that looks like. So, we really sat down and wanted to talk about what were incidents, what do we mean by that? Um, so you'll see that in the 2324 school year, we had 93 documented incidents that we addressed. um we didn't start that in September. Not that we didn't have anything to address, we just didn't collect the data in that way. Um so it's pretty comparable to this year. So if we're starting to see, we can start to start, we can start thinking about trends after maybe next year would be nice. Um so we had 116 incidents that we addressed

052um from the administrative office. teachers are addressing way more than that way more on a daily basis. Right? So this is really information based on when do the principles address a situation. Okay. The teachers are constantly monitoring and adjusting and creating their classroom culture and what does it look like and you know giving out consequences and maybe you've missed recess or coming up with positive behavior plans. They're doing that on a daily basis. This is really when did Mr. Green and I have discussed it. Do you want to talk about this one? Well, yeah. Again, in your notes, you can uh look a little bit closer at this, but this is like the the what, what incident, and the where, where it occurred. And so, this just gives us some information as to then what's

053going to be a priority and where are we going to focus um moving into next year. So, um kindergarten and first graders, they're they're struggling on the bus. Um um there's some inappropriate language, inappropriate actions. Again, we tried ourselves to code this in a way that's relevant to our school. Um in our own notes, we can go back and if we want more information, we can take a look at that. But again, what's relevant to the elementary as opposed to the uh middle high school. Um there's some again, if you go back in, there's a student that thought it was fun to tie a seat belt together on the bus. That's not okay because that's not safe. One of our Raider five. So that's how we would approach that with a conversation in the office.

054Hey, you know when we're doing that that that's not safe, right? So um if you're um you know using inappropriate language, are you being respectful of the people around you? Are you being accepting of others in your space? And so those are the conversations that we're having and we'll talk about that in a minute. We also when we're looking at the location, so one of the things that we wanted when we were having this conversation is like what do we care about and we cared about where this these incidences were happening. Of course, like I said, things are happening in the classroom that a teacher is taking care of on a daily, but where is it that we needed to step in? And you'll see that um we do have a bus referral system for

055the whole year. Two bus runs, okay? in 80 days let's say times two we have 35 bus drivers many of them are from our younger students learning how to get on the bus many of them are also when the bus is idle so it's working with our transportation department and you know giving some training on what does this look like for a student what I know that you have to keep your eyes on the road that is actually what we need you to do we don't want you to worry about this so what we did this year that was a little different was we do two bus safety drills a year and on the very first one two or three two look at me. Um so the first one we did a presentation where we

056brought each of the grade levels in before they went on the bus and then Mr. Green and I went over the expectations like this is what we expect. So we wanted it them the kids to hear it from us not just their teacher but to know that again the Raider 5 on the road exists and what does that mean? and then they went on the bus and got them busy. So that was just one piece that we tried to do. Before you move past that, will you just you mentioned the idle time? Will you just talk about the intervention? What did you do differently this year with idle time? Yes. So um in the past in uh both the morning and in the afternoon the students were transitioning. Well, we found that the kids can

057get on the bus very quickly and get off the bus very quickly that we didn't need all this time in between to get ourselves over to the middle school for uh middle high school pickup. So on the front end in arrival as soon as the buses come, we do have the cafeteria staffed um for supervision that we've allowed the students to get off the bus right away so that they don't and come into the cafeteria and almost start their breakfast. Uh so that they're not waiting on the bus until 7:30 until the morning. We were seeing that the bus some of the buses were coming at uh 7 what 21 77 sometimes and that's a long time for our kids to be on the bus. So um we staffed the cafeteria so that we can

058um get the kids in a spot where they're supervised and then the same for the afternoon. We pushed our dismissal time as opposed to getting the kids started and packed up almost 20 minutes ahead of time. We've narrowed that down to 10 minutes. So, we really did cut the idle time by 10 minutes on each side, which has helped, I think, tremendously. Even less. We even brought it down to I mean, now we have it down to uh like students, if the buses are there, the bell rings at uh 250 and we have those buses coming over to the middle school by 256 um our bus So that's helped a lot. By the time the bell rings here, the buses are set, ready to go. They're not waiting. Kids exit and they're on the road.

059It took us about one week at the start of the school year to get that was done really well. So um yeah, it was definitely an area of success. Monitor monitor and adjustments, right? and also our presence on the bus. Like we try the best that we can to get on the bus um Pete and I and just either do a bus run, go and show our presence once in a while because the fact is when there is another adult on the bus, of course, we know that that's a strategy. Proximity wrote up on the bus, um the strategy of having older kids support the younger kid doesn't always help. It actually creates a little bit more bickering than needed. So, some strategies have worked, some have not, and we're just trying some other things.

060Thank you. You're welcome. Um, okay. The next slide is uh incidents by grade level. So, we wanted to break it down to see if we saw anything. That was just our curiosity. Um, you'll see that the kids that are entering kindergarten, this does not mean that it's 23 separate students. They could also be a couple students that needed some additional support during the school year. Okay. Um, so kindergarten you'll see we're at 23 and then we dip off in grades one and two and then you see a little bit of a rise again in grade three. And one of the things that Pete and I talked about is that's actually when pure conflict starts when you start stop loving everybody. Everybody's not your best friend at that point when we're talking kid language. So they

061start to have these types of conversations and conflicts and become their own people. And so we're really raising kids together and um you know there's natural consequences to some of the decisions that kids make and so we just work through that with them. You'll see that on the next slide. Is there anything you want to go that you'll see some of our interventions here and how we respond. Um hopefully the direction that we're heading in. we're going to be a little bit more proactive, but these are then our responses to some of these behaviors this year. So, principal conversation first and foremost, anytime that someone comes through our office, we're counseling them uh one-on-one and then immediately after we counsel them or before we give a phone call home. So, there's 116 incidents, we give

062116 phone calls home directly. Parents really appreciate that when we pick up the phone and call. Um, it's something that's noted. Um, it's just there's there's nothing lost in translation there. So, um, the lunch attention that's also used is, let's say, let's call it that tier 2 intervention. So, if a student needs a little bit something extra, they're not quite understanding our expectations, you're going to spend a little bit of time with me um for lunch today. Okay. Um, and again, that's followed up with a with a with a phone call home. And that does seem to be like good currency for our students, especially at this age level. They're missing out with their peers. They It's It's interesting to see how our office shifts during that time because they're sitting directly with us. We

063don't have somebody else that is going to do lunch detention. They're with us. And sorry, kiddo. Right. I've got work to do. It's silent. I actually turn my music off and we're just going to sit here and you're going to enjoy your lunch and think about the consequence. Sometimes you might need to write a letter. Sometimes you need to write your thoughts down. And sometimes we're calling the parent right in the moment too together. They're able to do that. So that's a good point. I mean lots of times yes we do sit in silence but also that's our turn to kind of restore and repair and learn from the behaviors. Um so yeah many of my lunches are spent with students there 12 ISS and two um OSS you know when we're talking about inschool

064suspension um again it's knowing what the student's currency is right the student may be really having a challenging time and someone might say get them out of school. Well, once we again know the story a little bit more, inschool suspension is what we find at the elementary level a little more effective. Getting them in school, getting them their instruction, having somebody sit with them and thinking about their their actions for the entire day. This also gives us contact time with the student where we can bring a counselor down to talk to them. We can go in and visit again a few times throughout the day. Many times we're doing the ISS. So when we have those 12, I think maybe two or three of those kinds, we had a substitute that was able to come

065in, but other than that, it's typically [Music] Okay. And the last little slide here, one, uh, finally, this is moving forward. This is something again that we just created this year in response to everything that we have experienced. So this is something we're going to roll out with teachers just so that you know there's clear expectations. There's clarity around what our expectations are around what teachers are expected um of us and from us. And so you'll just see it's a tiered uh system. So level one and level two those are classroom behaviors that are managed by the classroom teacher. Um so level one those are reminders. Uh a classroom teacher you know may give a message home on parents Twitter may get even a phone call home. Level two, it's uh you know a repeated

066behavior. So maybe something's taken away, maybe a recess or something like that. Um level three now comes uh we're a part of the show, right? And so instead of the teacher calling home, it's going to be us. Um and you know the the offenses are a little bit greater. And then level four, those are severe behaviors like suspensions and things like that. So it's again how can we help support you? If students need a break from classroom time, we are there to support them. But that's a level three. And uh teachers were asking for this. They were like, we just don't want to bother you. Like when should we call the office? You can call really anytime, but we also don't want to take that ownership away from the relationship between the the student and

067the teacher, of course. So you'll see us in the hallway if we see um behavior that we don't really appreciate or that's not that's the expected behavior. it's not following the Raider 5, um, then we'll address it in the moment. We've just found that our wheelie cards and being out in the hallway as best as possible has truly minimized some of the things and then also not having kids needing to be stuck down to that principal's office, right? It's it's a good balance between a really wonderful place to be and then sometimes a place where we need to sit and work. The last point is is we only know what we know. So we are constantly encouraging um uh classroom teachers and the bus drivers alike to let us know and so maybe you might

068see an increase in referrals. That's because we want to know and to help intervene. Okay. So um I feel that's a good point and teachers know that we're there to support them um as well as the bus drivers. So and we have really wonderful children here. So that's another thing every, you know, many of our phone calls with parents and with kids are of that nature. They're restorative and they understand everybody's in the same boat and again we're trying to just instill really great values for all of our kids. Great. Thank you. Any questions? I just have a quick question. So since we have you have adopted the Raider five, has that really helped when you talk to the children to help them be able to relate to why their behavior isn't acceptable at school

069and prevent like future incidents with that? Does that Yeah, I think I love also the homeschool connection we sent home. Um I think we did it twice last year. Just how this language can translate everywhere we are. So yes, and I think our teachers appreciate it. Not just the classroom teachers, but special area teachers that see all of our kids throughout the day. It has helped really have this conversation. Um, and then it also helps us celebrate the students really specifically. Wow, you were safe because and so we did the shout outs um that student well that teachers we asked because kids want to shout out each other all the time. We would have hundreds. Our announcements would go on for way too long. But um teachers were then shouting out in positive ways uh

070students behavior and then we were reading them out in the announcements and boy was that like it was awesome. They look and again it's like monitoring and adjusting too. So you know at this early stage you know there's not a ton of trend data. Let's call it our formative assessment data. We've got a lot of really great feedback but like how real is that right? And so we're constantly like trying to find out what works. And like just like if you teach a lesson once, you might look back if you teach it a second time and do it a little bit differently. So I think that's what ourselves and teachers are are wondering. It's like what can we what can we change? What can we tweak a little bit next year? We're going to explicitly

071teach these behaviors a little bit more, you know? So um I think it's just always an ongoing uh learning process. And how do we keep them hyped up, right? One of our conversations this summer is like, is it bracelets this year? I don't know. Did we already lose that? You know, we have to keep up with what what the kids are going to stay engaged with. So, we'll work on that. Other questions? Thank you very much. Thank you. Did I miss anyone? Was that that was all the presentations, right? Thank you for doing the superintendent report. [Music] All right, we're going to move on to some reorganizational appointments. Number one, um, officer appointments. Resolved is the board of education appoint the following officers as listed A through double I for the one year for one

072year effective immediately. I have a motion, please. Yes. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Moving on to number two, designations. Resolve that the board of education make the designations as listed A through H as listed for one year effective immediately. I have a motion, please. So moved. A second. Second. Any discussion? Please make note of the meeting dates. Um, that's the only thing on there. I think everything else is pretty standard. All in favor say I. I. Any opposed? That motion is carried. Bonding of school district employees pursuant to law and commissioners regulations. The board will bond the following personnel handling district funds. Business administrator and payroll clerk. May I have a motion, please, please? So moved. A second. Second. Any discussion? All in

073favor say I. I. Any opposed? That motion's carried. Authorizations. Resolve that the board of education endorse the authorizations listed for one year effective immediately A through N. May I have a motion, please? So moved. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Approval of cooperative bidding. Resolved that the board of education appoint Brendan Cowwell as business administrator to participate in cooperative bidding for the 2025 2026 year effective July 1, 2025. May I have a motion, please? So move. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Next, we're going to move on to board committees. As you can see in your backup notes, we have our 2024 2025 board representatives for committees. Um, we need to reassign for the 2025 2026 school

074year. So, I'd like to start that discussion. Um, ideally, we want two and no more than three on a committee. uh however that the we have learned some new or for the audit committee board audit committee we need three so we just need to keep those into consideration um you also have the committee chart that's been given to us uh and I know Becca has a question about a specific committee that she'd like to ask which may be important to do before we move on so Becca Yeah. Okay. So this year um during negotiations we discovered as the subcommittee that it is not typical for board members to be on negotiation committees. Um the unions often see that as a little bit of an affront and it puts them on guard as well as anyone

075who is on the negotiations committee is then saying that whatever the negotiations committee agrees to with the unions they are supporting they cannot vote against at the board committee. So being on the negotiations committee, you're committing yourself to an affirmative vote at at the board meeting. So you're losing your individual vote on that by being on the committee. And it was just discussed that it is not standard practice in New York State to have board members on negotiations committees anymore. So, I just wanted to bring that up so that we could have a discussion as to whether or not we wanted to continue having board members on the negotiation committees or if we wanted to feel if we wanted to step back and say that that's a committee we wanted to take off of our

076list. That's all fine quickly. But when when did New York State come up with the idea that it was no longer a good idea to have board members on the negotiating committee? So, I don't know that New York State is weighing in on it. I think some legal counsel has weighed in and and and there are districts within New York State that have board members on on negotiations committee. So I just want to be clear about that. It is not the norm is what I heard. Dr. Chanel, did you hear something different? Yeah, I would say just in general this is the this year um our legal council actually negotiated on our behalf. So Sarah was present at every negotiation. So, as we were in preparation for that, she let me know that we should

077at least examine what that means for board members and make sure that every board member knows. She's discouraged it. We really should be careful with three board members on any committee and that's just your open your open meetings law. So, once we get to a point where there's three board members and they're in a role where decisions are now going to be in some way solidified, that particular meeting has to abide by open meetings law. you have to make it open to the public and give notice that it's occurring. So, we have to be just a little bit conscious of that. So, Sarah drew our attention to that. And then I do believe you reached out to NISBA because I encouraged that like we we should check with NISBA and I think you were told

078the same thing. It happens in some places. Some districts do it and it's been their practice. They NISBA sort of discourages against it but isn't going to take a formal role in terms of yes or no. But, um it's not as common But that was interesting for me to learn. I just thought it was the norm. And to hear that it wasn't the norm was interesting. So I think it it's something we have we have to um discuss. Has it been a norm here for a long period as far as forever? So no parties involved should be surprised in a sense that BOE members are on the committee. Right. Correct. That that the union reps are well aware that hey this is how we have done it. Don't be surprised to see us there. Um,

079you know, I think Becca and I were feeling and and Mike was there as well, but he's not here to discuss it tonight. We were feeling like we couldn't make that decision in a silo as a subcommittee, so that's why it's being brought up here. Oh, good. Curiosity only. I was just curious if uh but we did drop from three to two. What hand New York State played in it? Apparently, not at the moment. So, they're not saying you you can't. It's not a harder pass for New York State. just sort of we ratify that contract as a board and so that can put us in a in a in an awkward situation as members of that committee. Gotcha. So with that information, how are people feeling here at the table that this new commission

080for? What role does the board member play? Great question. I've never been. So on the most current committee, the board members really were back seats. We let Dr. Chanel and our legal counsel take charge. We were able to review the paperwork that they had drawn up and if there was anything outrageous to us. We were able to ask questions and clarifications, but that was pretty much our role was just kind of getting information and asking questions about it. We didn't do any direct negotiations. That was not our role. Our role is just kind of observers and to give our input as to what's going on. Great. Great idea. Yeah. And I guess one thing like if since we end up ratifying it as a group anyway, what is in a sense the harm of having

081just another set of set or two of eyes in there just to you know cuz it's not going to be it's not developed in isolation and we ratify it anyhow as a board. So is there a discrepancy between being there or not being there? like is there harm being there since we're going to you know in the end approve it versus is there benefit to not being there? I guess the benefit to not being there is a it would just be a personal one. So if you were on the negotiations committee and the negotiate and the teams came to an agreement and you personally did not agree, right? Sitting at the board table, you lost your voice to say no. No, I don't think that was because you as a member of that negotiations committee

082said yes when the whole committee said yes. So that's negotiating in good faith basically. And so so Sarah was just advising, right? So the board still the board can still decide to do whatever you want. I think the conversation here was just we learned that from our legal counsel in the middle of negotiations. We did change from three members of the negoti negotiating committee down to two and I do think we should be cognizant of every committee moving to two except for the one the board audit committee which by law must be at three and must be governed by open meeting law. What I would say to you is the rules around this are as clear as mud, but it sounded to me and all of the reading that I did and my conversations with

083legal counsel, not that having two makes us safe, but it makes us safer. Having three, you're starting to get close to enough members of the board are here making a decision that could basically declare the vote once you get back to do board business. So having three means you could be considered conducting business. two, not really. Mixed company, fantastic. Um, so I would say all the rest of them where you see three, we we really should we should pair back to two. Maybe the third becomes an alternate. So sometimes we have a third specifically for that reason for an alternate because the whoever sits on it. This happens a lot for the board president um once if they need a second someone else to help out. Um but yeah, it should strictly be an alternate

084if there is a three except for auto which we need for three. Um you know I'm inclined to just keep it as it is and how we've been doing thing things. I think the board members that were on the committee really were observers. Um Dr. Chanel, Becca, you were there and and really helped the board. I think when we came back into executive session and summarized what was happening, they were able to weigh in and that was nice. Nice for us, I thought. So, I'm inclined to keep it as is. Is anyone else opposed or feel strongly one way or the other? I'm okay keeping on, but I think as Dr. Chanel said, we need to make sure there's only two and or one or one. It doesn't have to be two. It can be

085one word number two. We wanted in an alternate if we had Yes. Yeah. Yeah. Why don't people or why don't other districts why don't most districts have those? I wonder why wouldn't they have board members on the negotiating committee. That's what I'm trying to Some districts don't send their superintendent in. Like every every school does it slightly differently. I think what we heard from Sarah, I think Becca is describing it fairly well, which is if you're going to do that, you have to understand that you're now negotiating in good faith. So, if you're at the table, you're negotiating in good faith. If you're not at the table and you decide to ratify or you decide you don't think we should ratify the contract, you weren't in good faith if you were part of the team.

086So, it's I think it's more the learning piece of that and making sure we understand what you're committing to if you if you're on that committee per legal counsel advice. The only thing was is I I wonder if a board member could be intimidating or not. So, this I'm interesting you brought that up, Arie, because I felt that way. Yeah. Um, I think it can be intimidating to have a board member at the table and um, I don't know if advocated is the right word, but I suggested maybe we don't have someone there. I was I was comfortable with that. Um, I have trust in our business officials and our superintendent and our lawyers to do that job and to bring us a contract that is in the best interest. We set parameters around um,

087what they're allowed to do or what where we're comfortable. So the guardrails that Dr. Chanel talked about early on in that process. So that was something that I thought I you know but it's not it's not for me to decide that would need to you know I would only feel comfortable doing that if the majority of the board felt that way and I I felt a little isolated in that thinking. you um I've obviously haven't been on this committee. So, who all does represent the people who aren't teachers? I mean, who you just mentioned a couple people. So, who's in that room? Who's in the room negotiating? It's our legal counsel. This time it was legal counsel. That's not always been the case. It probably won't be the case as I get my land legs.

088I would not use legal counsel to negotiate. The superintendent generally has led that. But since it was Dr. Chanel's first go around in her first month. Yeah, I thought I should have help. Oh, no, no, no. Like one person superintendent, business official typically do the only talking on our side and then typically on the union side, it's going to be their union representative, somebody from NICE, and the union president. They may have the same thing. They may have a couple of committee members that don't speak at all. The difference for board members when you're seated there was this piece that Sarah shared with us around that. Right. So it's really see I had impression it was a lot of people in the room. So it's really four or five people and that's really about it.

089Yeah. Sometimes I mean talking from an administrative standpoint sometimes we sent in just our president to negotiate our contract with superintendent. Sometimes it was just two of them nobody else in the room. Yeah, depending on how many people come on one side, I think it does posture how many people come on the other side. For content, we or context, we do have support staff this year. We have support staff and administrators and administrators. So, there's two negotiations that are going to be coming up in this in this next round. So, it's not something it's the conversation we need to have that we're having um and not something we can discuss later. I I suppose we could put someone on the committee and and say later we don't feel we need to be there, but I'm

090not opposed to having someone. I do think you should consider not free. Just that's going to be my advice. Put down every committee other than that board audit committee based on my record. That's my only advice. [Music] Well, I can see that board member could be intimidating if you felt that way. I yeah before we started Becca you were there I think we I think we had good guidance about our role and our expectations as board members at the table and I think that's really important like what is your role because a lot of times on committees we are more active and vocal and on this committee you're not you literally are just sitting observing and you really have to keep um it's important to keep a poker face for lack of a better term

091everybody And now they're all looking at us. That's why I didn't spell. So zero, one, or two. No more than two. Yes. Um I'm okay having some. I feel like if we have one in an alternate, that would be suffice. Suffice. That would be sufficient for what we need. Especially because the role is just an observer just to kind of have eyes on what's going on. Yep. that I'm comfortable with that. Is everybody else? Yeah, I think it's before we go down the list. So, that was the one sort of thing we had to discuss. The other committee sort of stay the same and they're what they are. Um, so we'll plan on having one person on negotiations and one alternate. Um Mike unfortunately could not be here tonight but did say he would like

092to stay on athletic policy and negotiations. So as we go through let's take that into consideration. Um but let's start with the elementary compact committee. Uh last year we had I have so many pieces of paper in front of me. Dr. Chanel. Yes. Would you please pull that? Yes. Last year on Elementary Compact was Mike Bell, Liz Dav. Okay. So, let's We need two people. I'm happy to be on it knowing that I have my conflict, but if I can come for the first half an hour. Keep it in the first half. Quilting is really important. Did you know that? Yes, it is. Peggy um for elementary compact. And one more please. [Music] Mike, you already said Mike West. Uh, no, he said athletic negotiation. Oh, I'm sorry. I just thought he No. All right.

093Sorry. I'm going to try to stay I There's so many that I have to do is for a president. I'm I'll do it. Um, but I'm going to if you need somebody, I can do it, but I have enough other ones that might be a challenge. All right, that's D. Either one. Thank you so much. Thank you. Um, middle middle high school compact, please. Last year was uh Becca and Liz Dietrich. I would like to stay on that, please. Please. Thank you. Even with a new principal. Thank you. Yes, with the new principal. Thank you. Thank you. Um, as we're going through these, I also was looking at um, just let's have a fair representation of board members across. There was a lot of us who are signed up for a lot of them. So,

094I just want to make sure everybody's getting a chance to do what they want. Um, and to represent is your board role. Technology committee last year was uh, Mike and Liz. I'm happy to do it again. Anyone else? only if you want a technically nonchallenge person. We we talked about this a little bit when we were revising the board's operational handbook. Some of these committees you guys are doing are not board work. So that maybe not today, but like at some point this is very challenging and there are some committees that require a little bit more from you that I think we struggle sometimes to find good times to meet. So maybe when we get to some of these, if no one wants it, maybe we consider the fact that the board could then say

095instead of being on the technology committee, we want the director of technology to report out on committee work twice a year and not feel like you would be president. I think that that's a good discussion to have. I don't want to have it tonight. I think that summer work. I think we should talk about that. For tonight, I think we should assign committee people and then this summer we really need to talk about this in August. Like where is it essential that we're parting our time and efforts because I think we've all felt it this past year. Um the time commitment that we we've had here. So for now, I think Liz is fine as one. Um I don't think we have to have two. We just have to have one and then we can

096reassess in August. The Jennese Valley School Board. Is everybody okay with that? Yeah. Yeah. I move quick so I apologize. I'm not trying to steal anything. I just I go um Jennese Valley School Board's rep and all that will be John and I. Uh legislative liaison. Yep. They can they can take your place. That would be fantastic. You've done that in the past. Yes. All right. Arie and John. Yep. John, are you okay with that? volunteering you for those negotiations. Um, so I think we've decided we want one person or no is what have we decided? One person alternate one and an alternate. Last year it was Becca and um Mike. This is one that Mike has asked to be on. Everyone okay with that? I can say it's alternative. Okay. Board audit. We're going

097to need three. Board audit was Mike and John. John, would you mind staying on that? No, I plan on. Um, any other takers? We need three. Mike's not here. I think he likes that one. I will join. So, myself, Mike, and John. I mean, for the the amount of time it actually takes, it's it's How often does it for us? Yes. Um, you okay with that? Does you want on? Do you want I don't want on facilities committee. We have uh Liz and myself are on that. Unless somebody wants to rip it out of our hands, they can have it. That very different this year. I think we are up for our fiveyear. We are due before the end of the I think that's fine if we stay on it. There will be some work

098change to to start unless someone else is interested. What I'll do like please don't say my name. Um I'm glad I'm here. Let's put it there. Board policy committee. We had Mike Liz and Peggy. Let's let's keep this to two. I'm happy to say I'm okay. You wanted I was on it. I was I can be on. Okay. Arie and Mike wanted on that, right? So take me off. Who who else wanted it on? Well, I could I could do that. I mean, is that where the board policy is that when they're talking about cell phones and stuff? Yes. Yeah, I could talk. I could work on it. Um, but did Mike want that one? If Mike wants to be on it, that's fine. Policy athletics negotiations. Um, okay. So, we're going to do Arie

099and Mike. That's fine. Shared services committee. That was Becca and I I would like to stay on that. I would too. Athletic code committee. Exactly. Mike and Becca. I want to stay on that one. Text. Uh if you have a please speak up if you have a desire um for any of these committees and I'm going too fast. N Jennese Valley Board President Rep. That's me financial planning. That had been Mike. Don't take what? What's that involved? You have to have the financial planning. Financial. Oh, okay. I didn't see that. And that's an as needed thing. Mhm. Oh, I can keep Mike on it. I don't think I'm I'm best once and I think his time is limited but I will be to put in a fair Peggy. Do you want it? Um I want

100to be on the textbook committee. All right. So I still need someone for financial. What does that entail? It's as needed. It's in area. Yes, please. Thank you. Serving on the financial planning committee involves developing and overseeing strategy for the district's financial management and long-term financial stability. Committee members analyze budget proposals, forecast financial trends, and assess funding needs to align resources with educational priorities. How often does it meet? As needed. How often has it? It has not met since February 1st. Okay. Since Brennan is in charge, but he doesn't know how frequently it was met. So, I'll put myself on it. It's something we can reassess. Okay. Is that the Okay. Um, textbook committee. Yes, I will be happy to. Anyone else? I can stay on it. Okay. All right. You want uh Dr. Chanel,

101would you mind reviewing those? Okay. From the top. Elementary school compact is going to be Mrs. Roll. Uh, middle high school compact will be Mrs. McNeer and Mrs. Dietrich. Technology committee, Mrs. Dietrich. I thought I signed up for elementary compact also. Um, she did. I thought we'd put a pin in it. I I will add you. You don't have to. I'm happy to do it, but you I think once I think one is fine. Yeah. And Liz, you got I don't put me on back though. I'll do the alternate. Okay. She's Liz is on a lot and she does a lot. Mhm. Um so middle school McNair and Dietrich technology Dietrich Jennese Valley partnership board and alternate um President D and Vice President Vickford legislative leaison Mr. Rich Licky and Vickford. Oh yes. Negotiations will

102be Bellanick. Alternate will be McNair. Board audit committee Bellanik, Vickford and Dal. Facilities committee Dietrich and Dal. Board policy committee Rich Licky and Bellanick. Shared services Dal and McNeer. Athletic code. Bellanick and McNeer. Jennese Valley Board President Representative Dal and Bickford as alternate. textbook committee dietric enroll finance committee doc I I would make a schedule like around Septemberish when all the meetings are yes we started to update that document it's it's in your it's in the backup notes here and some of the dates that have already come through are already in there but before the end of the summer the admin team will update all the pieces that you want to course thank you Liz I can I can do the technology we have a hole Okay. So, and roll or you want to offer?

103I'm happy. Okay. All right. So, uh result that the board of education appoint representatives committees for the 2025 2026 school year as Dr. Chanel just listed. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Thank you everyone for your work on that. Building use fees number seven resolve that the board of education per board policy 3280 establish building use fees at $30 per hour for the 2025 2026 school year map. A motion please. So move. A second. Any discussion? That rate is staying the same though. We are leaving it the same. Leaving it the same. All in favor say I. I. Any opposed? That motion is carried. Substitute rates number eight. Resolve that the board of education establish

104the following rates for substitutes during the 2025 2026 school year as attached. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 9 through 11. um are very similar and there's been no changes. Committee on special education resolved that the board of education upon the recommendation of the superintendent approved the recommended membership to the committee on special education for the 2025 2026 school year as lifted. May I have a motion please make it second? Second. Any discussion? All in favor say I. I. Any opposed? The motion is carried. Number 10, subcommittee on special education. Resolved that the board of education upon the recommendation of the superintendent approve the recommended membership to the subcommittee on special education for the

1052025 2026 school year as listed. May I have a motion, please? So move. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 11, Committee on Preschool Special Education Resolve that the board of education upon the recommendation of the superintendent approve the recommended membership to the committee on preschool special education for the 2025 2026 school year as listed. And I have a motion, please. So moved. Second. Any discussion? All in favor say I. I. I. Any opposed? That motion is carried. Number 12, establish standard workday for ERS. Resolved that the board of education upon the recommendation of the superintendent hereby establishes a standard work days for its employees and will report days worked to New York State and local employees retirement system based on timekeeping system or record of

106activities maintained and submitted by these members to the clerk of this body. May I have a motion, please? I'll make it. A second. Second. Discussion. All in favor say I. I. Any opposed? That motion is carried. Number 13, authorization to hire employees pending board approval. Whereas the appointment of employees and the approval of volunteers is within the authority of this board. And whereas employee appointments and volunteer volunteer approvals generally begin after the date of board action. can where whereas there are circumstances in which it is advantageous and proper that employees and volunteers begin prior to the date of board action. Now therefore be it resolved that this board delegates to the superintendent or designate the authority to appoint employees and to approve volunteers volunteers effective on a date prior to board action. provided however that

107such employees and volunteers are placed on the board agenda for the next or following board meeting. May I have a motion please? Yes. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 14. Authorization for business matters in between board meetings. Authorize the superintendent or designate to approve and sign routine or and or time-sensitive contracts that require action between board meetings. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 15, authorization for other business office functions in between board meetings. Authorize the superintendent or designate to certify payrolls, make transfers of money between and within functional unit appropriations, to approve conferences for all employees, and to approve applications for grants. May have

108a motion, please. So moved. Second. Any discussion? All in favor say I. I. Any opposed. That motion is carried. Moving on to old with old business. There is no old business. So we're going to move on to new business. Number one, school bus intermunicipal cooperative agreement. Resolved that the board of education upon the recommendation of the superintendent approve intermunicipal cooperative agreement with the York Central School District regarding the transportation of students in the event of a driver or bus shortage for the 2025 2026 school year per attached resolution. May I have a motion, please? I'll make it a second. Second. Any discussion? I would just like to comment here that this is standard practice for us. We do this with both York and Leroy. Um, I just know that if folks are watching the board

109meetings and the transportation department is concerned, this actually doesn't have anything to do with our future. This has everything to do with our standard practice for being able to borrow buses and drivers in an emergency situation. Yep. Thank you for that. Absolutely. Uh, all in favor say I. I. Any opposed? That motion is carried. School bus laws inter municipal cooperative agreement resulted. Board of education found a recommendation of the superintendent approved intermunicipal cooperative agreement with the Leroy Central School District regarding the transportation of students in the event of a driver or bus shortage for the 2025 2026 school year per attached resolution. May I have a motion please? Yep. Second. Any discussion? Same thing. This is just our standard way in which we partner with local districts. Thank you for clarifying that. You're welcome. Anybody

110get upset? Any questions? All in favor say I. I. Any opposed? That motion is carried. Items three through six are all very similar. In an effort to stay efficient, I'm going to combine them. Is anyone Is everyone okay with that? I thought we had someone in the audience say no. Approval of contract with West Fire Systems Incorporated. Resolved that the board of education upon the recommendation of the superintendent approved the Westfire contract for the fire alarm inspection and testing in the number three elementary school, number four middle high school, number five admin building, and number six um bus garage. May have a motion, please. Make it. Second. Yep. Any discussion? All in favor say I. I. Any opposed? That motion is carried. We're going to move on to number seven. Approval of elevator maintenance of

111Buffalo contract. Resolved that the board of education upon the recommendation of the superintendent approved the contract with elevator maintenance of Buffalo Incorporated to furnish its examination and lubrication services for the 2025 2026 school year. May I have a motion, please? Some move. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Approval of the water wise contract number eight. Resolved the board of education upon the recommendation of the superintendent approved the waterwise service contract for the 2025 2026 school year. May I have a motion, please? I'll make it. Second. Any discussion? What does that involve? What what what is that? They what are they doing for us? They test the water inside the boilers to make sure that it's pH is good and that the boilers stay healthy. Scale corrosion

112question. All those good fun things. Any other questions? Discussion. All in favor say I. I. Any opposed? That motion is carried. Approval of Stark Tech Services LLC. Resolved that the board of education upon the recommendation of the superintendent approved the contract with Stark Tech for generator service. Can I have a motion, please? Some move. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 10 doesn't require a motion, but we just have to review. Review of annual average daily attendance. Per board policy number 7110. The district annual daily attendance for the 2024 2025 school year was 94.21%. Dr. Chanel, did you want to say anything about that? Um, I would just say that when we're comparing it to the year prior, it's up just a little bit.

113And I will never miss an opportunity to say that 85% of school success is kids being in attendance. Teachers can't get it done if the kids aren't here. So just encouraging us to always want that to be as close to 100 as we can get it. Yep. Thank you. Number 11, school resource officer agreement. Resolved that the board of education on the recommendation of the superintendent approved the school resource officer's agreement with the village of Calonia for the 2025 2026 school year. May I have a motion, please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed. That motion is carried. Before I move to 12 through 16, Dr. Chanel, will you speak to some of these? Um because I'm going to read them as listed. Okay. I think if I

114read 12 and 16, 12 through 16. 12 and 16, I think, are the ones you want me to comment on. So, number 12 is um best value prop. Actually, maybe not. Hold on one second. Let me double check cuz I'm in the opposite spot. Do you have Does this one say tips on it? No, that's not the one. 12. Tips is 15. I'm just going to say I don't see Oh, there it is. It's on the back side. Number 15 is the one you want me to speak to. Yes. 15 and 16 are new new language. So 15 is the approval of our tips cooperative purchasing agreement. You actually do this every year. Um there was a legal case um between a school district and it had to do with it with a partic with

115this particular type of contract. So I did ask our legal counsel to vet this language before we approve it again to make sure that we're aligned to what legal counsel feels is our best parameter. So what you saw highlighted there actually came from legal counsel advice. Uh so the changes are there. Number 16 is actually new across the state of New York. Every school district has to have their vendors become EDLAW 2D compliant which requires us to go into that compliance uh agreement with them. We realize that state or schools all across the state of New York are having to do that. Different Boseies have different ED2 law agreements with different vendors and all they're trying to do now is create this brick one which will allow us to go and say there's already an

116EDL 2D contract with a vendor we may not be using yet but they were using down in this other tier. So it's basically saves us that extra hassle of the Edlaw 2D compliance because they're already compliant with the state. Thank you very much. Absolutely. Thank you. I am going to not read these. Is everybody okay? They're in the backup notes and just say as listed. Uh Dr. Chanel spoke to 15 to 16 which are some changes. Approval of best value cooperative purchasing resolution as listed. May I have a motion please? So move a second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Approval of Equalis Group cooperative purchasing agreement as listed. May I have a motion please? So move. A second. Second. Any discussion? All in favor say

117I. I. Any opposed? That motion is carried. Approval of Omnia Partners Cooperative Purchasing Agreement. May have a motion, please. A second. Yep. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 15, approve roll of tips cooperative purchasing agreement. May I have a motion, please? Make it. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 16, approval of intermunicipal agreement. [Music] Can I have a motion, please? Make it. Second. Yep. Any discussion? [Music] All in favor say I. I. Any opposed? That motion is carried. Approval of contract with Hunt Engineers. Resolved that the board of education approves the written agreement between the superintendent approve the contract with Hunt Engineers for the 2025 2026 capital outlay project as attached. May I have a motion,

118please? So move. A second. Second. Any discussion? All in favor say I. I. I. Any opposed? That motion is carried. 18. Approval of courier van intermunicipal cooperative agreement resolved that the board of education by the recommendation of the superintendent approve the inter municipal cooperative agreement with the Leroy Central School District regarding the use of a courier ban during the summer per attached resolution. I have a motion please. So moved. Second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Executive session. Everyone, thank you for joining us for a reorganizational meeting. It's been wonderful. Resolve that the board of education adjourn to executive session at 7:39 p.m. to discuss the employment and employee history of particular persons and matters leading to the appointment. May I have a motion, please? Second.

119Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Thank you and have a good night. We're back from executive session. Resolve that the board of education return to regular session at 8:36 p.m. May I have a motion, please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. We're going to move on to personnel and I will read through these as efficiently as I can. Number one, approval of summer bus runs resolved at the board of education upon the recommendation of the superintendent. Approve the following bus drivers and monitors for summer bus runs as listed. May I have a motion, please? So moved. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Resolved that the

120board of education upon the recommendation of the superintendent approve the following teachers for the English language learners for the summer support program. Alana Burns and Colleen Coolage. Motion please. Make it. Second. Any discussion? All in favor say I. Any opposed? That motion is carried. Approval of substitutes. Resolved that the board of education upon the recommendation of the superintendent approve the following teachers as substitutes for the elementary summer program. Trish McMullen and Desiree. May I have a motion, please? So move. Second. Any discussion? All in favor say I. Any opposed? That motion is carried. Appointment for tenure for school social worker resolved that the board of education upon the recommendation of the superintendent appoint Anna Lena to the tenure position of school social worker tenure area tenure area. The tenure service shall begin on August 28th,

1212025 pending successful completion of the probationary term to the end on August 31st, 2025. The appointee has professional certification as school social worker K12. May I have a motion, please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Appointment of tenure of business teacher resolved that the board of education upon the recommendation of the superintendent. Appoint Erin Strep to the tenure position of business teacher tenure area. The tenure service shall begin on August 28, 2025 pending successful completion of the probationary term to end on August 31st, 2025. The appointee has professional certification in business and marketing. May I have a motion, please? So move. Second. Any discussion? All in favor say I. Any opposed? That motion is carried. Number six, appointment of tenure of school librarian.

122resolved that the board of education upon the recommendation of the superintendent appoint Elizabeth Barber on the tenure position of school librarian media specialist tenure area. The tenure service shall begin on August 28, 2025 pending successful completion of the probationary term to end August 31st, 2025. The appointee holds initial certification as library media specialist. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Appointment of tenure science teacher resolved at the board of education upon the recommendation of the superintendent appoint Ben Hoy on the 10-year position of science education teacher tenure area. The tenure service shall begin on August 28th, 2025 pending successful completion of the probationary term to end August 31st, 2025. that the appointee holds initial certification in

123biology 7 through 12. I have a motion please. So moved. Second. Any discussion? Can you clarify those dates? It was 2025 to 2025. I asked the first day of school is for teachers is actually August the 28th. So tenure begins when a teacher actually starts the next school year. So that's actually the date of their tenure. That second date is not necessary. Say it's like a 3-day period. Yeah. I don't I don't know why she left that date in there. So, that date is not it's not necessary. It also doesn't impact the tenure will actually be effective at the date you said it was, which is all tenure is effective August 20th, 2025. That second date is a misread and we all understand that. Yes. You want me to reread them? Thank you. Yeah. Thank

124you for saying that. I made a note to myself. I have a motion, please. Some moved. Second. Discussion. That was the discussion. I apologize. All in favor say I. I. Any opposed? That motion is carried. Appointment of tenure technology teacher resolved that the board of education upon the appointment of superintendent appoint Larry Harvey and the tenure position of technology education tenure area. The tenure service shall begin on August 28th, 2025 pending successful completion of the probationary term to end, but that's not accurate. Oh, with that same date. Just use the August 28th date twice. August 28, 2025. The appointee holds professional certification and computer technology 7 through 12. I have a motion, please. I'll make it. A second. Second. Any discussion? That was very good. All in favor say I. Any opposed? That motion is

125carried. Approve annual stipen rates for positions appointed annually. Resolve that the board of education upon the recommendation of the superintendent approve stipens for annual annually appointed positions for the 2025 2026 school year as attached. May I have a motion, please? So move. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 10, permanent employment of bus driver resolved that the board of education upon the recommendation of the superintendent approved Kevin Branigan to the permanent civil service position of bus driver effective August 29th, 2025 upon successful completion of probationary term. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Permanent appointment of bus driver. [Music] Resolve that the board of education

126upon the recommendation of superintendent approved Carol Day to the permanent civil service position of bus driver effective August 29th, 2025. May I have a motion, please? So move. Second. Second. Any discussion? All in favor say I. Any opposed? That motion is carried. Appointment of teacher aid resolved that the board of education upon the recommendation of superintendent appoint Ashley Guest to the 1.0 FP civil service permanent position teacher aid effective August 29th, 2025. May I have a motion, please? I'll make it. A second. Second. Any discussion? All in favor say I. I. Any opposed? Motion is carried. Appointment of teacher aid resolved that the board of education upon the recommendation of superintendent appoint Shannon Gear to the 1.0 FTE civil service permanent position of teacher aid effective August 29th 2025. And I have a motion please.

127I will do that. Second. Any discussion? All in favor say I. I. Any opposed? The motion is carried. Appointment of athletic coaches and volunteers. Resolved that the board of education upon the recommendation of the superintendent appoint the updated attach list of athletic positions for the 2025 2026 school year. I have a motion please. I'll move. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Number 15, approval of MOA. Resolve that the board of education approves a written agreement between the superintendent of schools and the Calon Mer Teachers Association executed on June 17th, 2025. Can I have a motion, please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? Motion is carried. Number 16, appointments of school to work students resolved that the board of

128education upon the recommendation of the superintendent appoint the following school to work students for the 2025 2026 school year as listed. May I have a motion, please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. 17. Approval of resignation of payroll benefits district treasurer resolved that the board of education upon the recommendation of the superintendent accept with regret and best wishes the resignation of Christina Plemo district treasurer effective July 30th 2025. May I have a motion please? I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? That is carried. 18. Appointment of substitute driver resolved that the board of education upon the recommendation of the superintendent approve auto as a substitute transportation director for the 2025 2026 school year. Mad motion please.

129I'll make it. Second. Any discussion? All in favor say I. I. Any opposed? That motion is carried. Moving to adjournment. Resolve that the board of education adjourn the meeting of July 8th, 2025 at 8:46 p.m. I have a motion, please. I think you missed you missed the last one. Mentor mentors. Do you have I don't have it on the It's on. I'm sorry. It came out. Remember I had I just had to have Sue. She sent it to you and I had her send you the next one right away. You had the wrong one. Thank you, Liz. Of course. 19. Appointment of meners. Resolved that the board of education upon the recommendation of the superintendent approve the following mentors for the 2025 2026 school year as listed. May I have a motion, please? Second. Thank

130you. Any discussion? All in favor say I. I. Any opposed? Thank you. Apologies, guys. I I printed the wrong one. Now, we're really moving to a journment. Resolve that the board of education adjourn the meeting of July 8, 2025 at 8:47 p.m. May I have a motion, please? Yes. Second. All in favor say I. I. Any opposed? Good work, everyone. Have a good evening that